Keywords

Academic achievement, Direct instruction, Inquiry based learning, Motivation in education, Science -- Study and teaching (Middle school), Short term memory

Abstract

Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners’ working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.

Notes

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Graduation Date

2011

Semester

Summer

Degree

Master of Arts (M.A.)

College

College of Education

Department

Teaching, Learning, and Leadership

Degree Program

Applied Learning and Instrucation

Format

application/pdf

Identifier

CFE0003902

URL

http://purl.fcla.edu/fcla/etd/CFE0003902

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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